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Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
Stop the World, I Need to Get Off: The Future of Processing
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Stop the World, I Need to Get Off: The Future of Processing

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Presentation from Florida Council for Exceptional Students conference October 2011 by Daniel W. Eadens, Ed.D. & Danielle M. Eadens, Ph.D.

Presentation from Florida Council for Exceptional Students conference October 2011 by Daniel W. Eadens, Ed.D. & Danielle M. Eadens, Ph.D.

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  • 1. Stop the World, I Need to Get Off: The Future of Sensory Processing Disorder in the Classroom Daniel W. Eadens, Ed.D. University of Southern Mississippi Danielle M. Eadens, Ph.D. St. Petersburg College Florida Council for Exceptional Students Conference October 2011
  • 2. I have selective hearing or difficulty listening“SPD is a neurologically-based disorder where thebrain does not properlyprocess and integrateinput from the body’ssensory systems.” ~Dr.Eadens Drs. Daniel & Danielle Eadens FCEC 2011 2
  • 3. Well DocumentedChildren respond to sensory experiences differently from peers without disabilities. Sensory Processing Disorders (SPD) are well documented :• Initial Sensory Integration theory from Dr. Jean Ayres in the 1960s• Basic Science Literature (Ornitz, 1989; Ornitz, Lane, Sugiyama, & de Traversay, 1993; Yeung-Courchesne & Courchesne, 1997),• Clinical Literature (Ermer & Dunn, 1998; Kientz & Dunn,1997; Watling, Deitz, & White, 2001)• First-Person Accounts (Cesaroni & Garber, 1991; Grandin, 1995), including Eadens & Eadens, 2011 at FCEC.Note: Initial appearance of Sensory Processing symptomsoften predate diagnosis (Adrien et al., 1993; Baranek, 1999;Dahlgren & Gillberg, 1989; Lord, 1995).Drs. Daniel & Danielle Eadens FCEC 2011 3
  • 4. Current Research on Diagnosis & OriginOTs use the Sensory Profile (1999) & and the Sensory Processing Measure (2007) to assess the sensory needs of children. Both have significant reliability (internal consistency and inter-rater reliability), (Brown, Morrison, & Stagnitti, 2011).Welters-Davis & Lawson (2011) studies the relationship between SP and Parent–Child play preferences. Results suggests a possible relationship between some parent and child SP patterns and between parents SP patterns and their play preferences with their children. Drs. Daniel & Danielle Eadens FCEC 2011 4
  • 5. Current ResearchMay-Benson, et al. (2010) systematic review of 27 studies, results indicated that the SI Therapy approach: – often results in positive outcomes in sensorimotor skills and motor planning; socialization, attention, and behavioral regulation; reading-related skills; participation in active play; and achievement of individualized goals. – Gains in gross motor skills, self-esteem, and reading gains may be sustained from three months to two years.In an inclusive kindergarten classroom, sensory needs and other occupational skill sets can be better met with an Occupational Therapist co-teacher to improve student results (Silverman, 2011) Drs. Daniel & Danielle Eadens FCEC 2011 5
  • 6. “Balance” (prōprē-ō-sěpshən) “Muscles” Image courtesy of Asperger Syndrome & Sensory IssuesDrs. Daniel & Danielle Eadens FCEC 2011 6
  • 7. Sensory Disorder Subtypes• Sensory Modulation Disorder – Difficulty taking in sensation so that response, level of arousal, and emotional tone are not appropriate to the situation – Includes children who seek/avoid sensations• Sensory discrimination disorder – Difficulty recognizing or interpreting differences or similarities in qualities of stimuli• Sensory-based motor disorder – Dyspraxia (planning movement)  – Postural-ocular disorder (controlling movement) Citations: -Teresa Leibforth, OTR/L & Karen Nathan, OTR/LDrs. Daniel & Danielle Eadens -SPD Fact Sheet for MDs 7
  • 8. Sensory Profiles (*Subtypes)J (DOB 2005) Z (DOB 2008)*Sensory-based Motor Disorder *Sensory Modulation Disorder*Sensory Modulation Disorder SEEKERSEEKER -Vestibular-Auditory -Proprioception-Visual (art-related) -Visual (esp. videos)AVOIDER -Tactile-Vestibular-Proprioception-Tactile AVOIDER-Gustatory -Auditory-Visual & Olfactory (unpleasant- -Gustatory (learned vs. innate?) food related only)Drs. Daniel & Danielle Eadens FCEC 2011 8
  • 9. Best PracticesChildren BEST benefit from sensory integration therapy (SIT) when all stakeholders: communicate, collaborate , create, commission, and carryout a specific “sensory diet” plan for the child based upon the child’s specific needs, circumstances, history, and severity.• Occupation Therapist• Physical Therapist• Classroom Teacher• Special Educator• Counselor• ParentDrs. Daniel & Danielle Eadens FCEC 2011 9
  • 10. Sensory Diet• “A sensory diet is a daily or weekly list of activities that the child can engage in during regular routines to help maintain an optimal state of arousal” (Spiral Foundation).• Home versus school Extreme Home Makeover, Vardon FamilyDrs. Daniel & Danielle Eadens FCEC 2011 10
  • 11. J’s Sensory DietHome SchoolAM -Recess, including swings-Food side & toothpaste flavor choice (Accommodations per 504)-Music on the way to school -Special cushionPM-Body sock -Slant board (handwriting)-Trampoline -Sensory breaks-Finger strengthening (opportunity to get up,-Swing chair pushups, etc.)-Walk/ride -Sensory items as needed-Brain activating dance-Soft sherpa blanket & animals -Testing breaks-Classical music overnight -Preferential seating to reduceRocking hold: as needed distraction/overloadDrs. Daniel & Danielle Eadens FCEC 2011 11
  • 12. Z’s Sensory DietHomeAMTrampolinePMTrampolineSwing/walkFoot rub SchoolScalp massager Specials MWF: dance,Classical music overnight gymnastics, sports (desensitization) Swings, balance beam Opportunity to play alone orBody sock: as needed in different room if neededDrs. Daniel & Danielle Eadens FCEC 2011 12
  • 13. Occupational Therapy• Swinging• SteamRoller Z• Climbing • “Crashing”• Jumping • Jumping• Fine motor muscle • Executive development functioning planning (writing, building • Fine motor task with small items, etc.) speedDrs. Daniel & Danielle Eadens FCEC 2011 13
  • 14. Sensory Changes - Vestibular • Since J started therapy three years ago, high improvements: – Age 3: Did not like to be swung around – Age 3.5: Starts to like & seek out swings – Age 5: Went on Thunder Mountain – Age 6: Wants to fly!Drs. Daniel & Danielle Eadens FCEC 2011 14
  • 15. Sensory Changes – Feeding (J)• Gustatory - Mild improvements – Age 3: Will not try anything completely new – Age 3.5: Trying anything new at least once – Age 5-6: “too salty” if he does not like the taste• Tactile/Visual –Mild improvements – Age 3: If it looks like I won’t like it, not trying it. Texture stronger than taste – Age 4: Learning to describe different textures, preferences still strong – Age 5-6: Taste = texture. Less revulsion to unwanted texture , but still a struggle• Olfactory – Moderate improvement – Age 3: If there’s a smell in the room I don’t like, I’m not eating anything. – Age 4: Selecting spices (cinnamon!) – Age 5: Willing to try a food even if he does not like the smell Drs. Daniel & Danielle Eadens FCEC 2011 15
  • 16. Classroom Teacher Strategies• Plan your lessons using Universal & Differentiated approaches that include planned opportunities to build sensory opportunities• Provide ways for kids to get their sensory needs met as a part of your lessons (the needs will be met – either you choose or they will ;)• Do brain building activities that develop connections between hemispheres (music, brain dance, brain gym, swinging side-to-side, motor & cognitive activities paired together…)• Know your kids and ensure that they get the services they need, including early intervention for SPD.Drs. Daniel & Danielle Eadens FCEC 2011 16
  • 17. Future of SPD in the Classroom• Eventually, probable addition to the DSM & is already in most pediatrician guides. Sensory• Expect it to be diagnosed Academic needs more commonly data• ADHD students may be reclassified if misdiagnosed Learning• Increased partnerships Styles with OT for early screening and intervention planning• Will become part of the data used in planning a more effective learning Instructional environment for ALL Programming & Lesson studentsDrs. Daniel & Danielle Eadens FCEC 2011 Planning 17
  • 18. Childrens Literature on Sensory Disorders• Meghan’s World by Diane Renna• This is Gabriel Making Sense of School by Hartley Steiner• Arnie and His School Tools by Jennifer Veenendall• Squirmy Wormy by Lynda Farrington Wilson• Howard B. Wigglebottom Learns to Listen by Howard Binkow (not on Sensory but highly recommended to assist in direct instruction needed for organization/listening)Drs. Daniel & Danielle Eadens FCEC 2011 18
  • 19. Resources to recommend for sensory feeding issues• Just Take A Bite: Easy, Effective Answers to Food Aversions and Eating Challenges by Lori Ernsperger, Ph.D.• Cooking Art: Easy Edible Art for Young Children by MaryAnn Kohl & Jean Potter• Eating for Autism: The 10-Step Nutrition Plan to Help Treat your Child’s Autism, Asperger’s, or ADHD by Elizabeth Strickland, MS, RD, LDDrs. Daniel & Danielle Eadens FCEC 2011 19
  • 20. Recommended Resources for Parents/Teachers• Raising a Sensory Smart Child by Lindsey Biel, M.A., OTR/L & Nancy Peske• Answers to Questions Teachers Ask about Sensory Integration by Jane Coomar, PhD, OTR/L, FAOTA , Carol Kranowitz, MA, & Stacey Szklut, MS, OTR/L• The Out-of-Sync Child Has Fun by Carol Kranowitz, M.A.Drs. Daniel & Danielle Eadens FCEC 2011 20

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